First Advisor

Omdal, Stuart N

Second Advisor

Betts, George T

Document Type


Date Created



There is a discrepancy currently in public schools when comparing the identification and instruction of underachieving students with gifted and talented students. A three tiered identification and instructional model was developed out of the Individuals with Disabilities Education Improvement Act (2004) with emphasis coming from the No Child Left Behind Act (2001). The Response to Intervention (RtI) model has proven to be a successful tool for identifying student need, implementing interventions, and monitoring the effectiveness of the interventions. This model has been explored for use with gifted and talented students, but the implementation in most schools has been lacking fidelity due to small amounts of resources, training, and support. This study utilizes qualitative research methodology to investigate necessary components when implementing RtI with gifted and talented students. An extensive review of the current literature, in-depth interviews, and focus group discussions revealed five common themes teachers and administrators need to consider for successful implementation of the RtI model on a school-wide basis. The identified themes are as follows: Awareness, support, professional development, time, and high quality tier one differentiation. These five themes are cyclical in nature and should be used as a group in a systematic approach to implementing RtI in Gifted and Talented programs.

Abstract Format



Gifted and Talented Programs; Response to Intervention; Education


141 pages

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Copyright is held by author.